NZQA
Approved
Internal assessment resource Mathematics and Statistics 2.11A v2 for Achievement Standard 91266
PAGE FOR TEACHER USE
Internal Assessment Resource
Mathematics and Statistics Level 2
This resource supports assessment against:
Achievement Standard 91266 version 2
Evaluate a statistically based report
Resource title: Attitudes Toward the Māori Language
2 credits
This resource:

Clarifies the requirements of the standard

Supports good assessment practice

Should be subjected to the school’s usual assessment quality assurance
process

Should be modified to make the context relevant to students in their school
environment and ensure that submitted evidence is authentic
Date version published by
Ministry of Education
February 2015 Version 2
To support internal assessment from 2015
Quality assurance status
These materials have been quality assured by NZQA.
NZQA Approved number: A-A-02-2015-91266-02-5592
Authenticity of evidence
Teachers must manage authenticity for any assessment
from a public source, because students may have
access to the assessment schedule or student exemplar
material.
Using this assessment resource without modification
may mean that students’ work is not authentic. The
teacher may need to change figures, measurements or
data sources or set a different context or topic to be
investigated or a different text to read or perform.
This resource is copyright © Crown 2015
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Internal assessment resource Mathematics and Statistics 2.11A v2 for Achievement Standard
91266
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Internal Assessment Resource
Achievement Standard Mathematics and Statistics 91266:
Evaluate a statistically based report
Resource reference: Mathematics and Statistics 2.11A v2
Resource title: Attitudes Toward the Māori Language
Credits: 2
Teacher guidelines
The following guidelines are designed to ensure that teachers can carry out valid and
consistent assessment using this internal assessment resource.
Teachers need to be very familiar with the outcome being assessed by Achievement
Standard Mathematics and Statistics 91266. The achievement criteria and the
explanatory notes contain information, definitions, and requirements that are crucial
when interpreting the standard and assessing students against it.
Context/setting
This assessment activity requires students to evaluate a statistically based report on
a social, scientific, or economic issue of interest. The context for this assessment is
the report “Attitudes Toward The Māori Language” (Te Puni Kōkiri, 2006). Students
will evaluate the statistical report, with reference to the statistical features, evidence,
processes, and context described in the report. The evaluation will include discussion
on the findings of the survey.
This assessment is written for one particular context. (The statistically based report
evaluated in this assessment is not intended for other uses.) If the given context is
outside the experience of students, select an alternative report, containing significant
statistical features, that similarly allows students to achieve this standard.
Conditions
This assessment activity should be conducted over an extended period of time, for
example, three weeks. Students prepare their evaluations independently. This could
be outside of class. Review students' work-in-progress prior to the final due date.
Confirm the format of the evaluation with students. The evaluation could be, but is
not restricted to, a computer slideshow, a written report, a wiki page (for example, a
Voicethread file), or an oral presentation. Allow students to submit their analyses
electronically if appropriate.

All technology is allowed in the evaluation of the report.
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Internal assessment resource Mathematics and Statistics 2.11A v2 for Achievement Standard
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Resource requirements
Make the statistically based report available to students, for example, via the school
intranet or an online learning environment such as Moodle. The resource used in this
task can be accessed from:
http://www.tpk.govt.nz/en/in-print/our-publications/fact-sheets/attitudesmaorilang/.
You may provide students with copies of Resource 1 (a framework for evaluating
reports) and Resource 2 (a list of focus questions), or another appropriate
framework for evaluating reports. Ensure students have access to background
information about the context, for example, newspaper articles or access to the
Internet.
Adapt the given resources as necessary to meet the needs of the students and the
elements of the report, or, select an alternative framework.
Additional information

Students may need to be supported as they read the statistically based report(s).
Assess the literacy levels of students and refer to documents such as the English
Language Learning and Language Progressions (Ministry of Education, 2008).

Contextual knowledge is critical. Check whether or not students need support
understanding the context. An alternate statistically based report from a context
familiar to students may be more appropriate, or additional background
information about the issue/context of the report could be provided.

There may be an opportunity to integrate the assessment of this standard with
Mathematics and Statistics 91263 and Mathematics and Statistics 91264, or an
opportunity to work with other learning areas to find statistically-based reports
that are of relevance to your students, for example, reports of scientific studies or
results of polls and surveys in social studies, geography, tourism, history,
economics.

Numerous government and non-government agencies produce reports and press
releases. Often resources are available electronically. The following websites are
a valuable resource to access statistically based reports:

http://www.stats.govt.nz/

http://www.nzherald.co.nz/

http://www.minedu.govt.nz
The framework used in the task is only an example. Not all parts will be relevant to all
statistically based reports; its relevance will depend on the context and/or format of
the report used.
This resource is copyright © Crown 2015
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Internal assessment resource Mathematics and Statistics 2.11A v2 for Achievement Standard
91266
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Internal Assessment Resource
Achievement Standard Mathematics and Statistics 91266:
Evaluate a statistically based report
Resource reference: Mathematics and Statistics 2.11A v2
Resource title: Attitudes Toward the Māori Language
Credits: 2
Achievement
Achievement with Merit
Achievement with
Excellence
Evaluate a statistically based
report.
Evaluate a statistically based
report, with justification.
Evaluate a statistically based
report, with statistical insight.
Student instructions
Introduction
In this assessment activity, you will evaluate the report "Attitudes Toward The Māori
Language". The report includes statistical information, for example, statistical
measures and/or data represented in tables or graphs. You may also be able to
access some primary data related to the report. You will prepare an evaluation of the
report.
The assessment will run over three weeks of in- and out-of-class time. Your
evaluation could take the form of a wiki page, written report, or a poster.
Task
Working independently, read and analyse the "Attitudes Toward The Māori
Language" report.
Write down:

the source of the report

a short summary of the report (one paragraph)

the purpose of the report.
Identify and comment on features of the survey relevant to the purpose of the report:

population measures and variables

sampling methods

survey methods

sampling and possible non-sampling errors
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Internal assessment resource Mathematics and Statistics 2.11A v2 for Achievement Standard
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
sample size.
You also need to evaluate the findings of the survey.
Make an overall evaluation of the effectiveness of the "Attitudes Toward The Māori
Language" report, with respect to its purpose.
Justify your statements with supporting evidence.
Make clear links to the context, including reference to relevant background
information.
The quality of your evaluation, including your discussion and reasoning, and how well
you link this to the context of the report, will determine your grade.
This resource is copyright © Crown 2015
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Internal assessment resource Mathematics and Statistics 2.11A v2 for Achievement Standard
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Resources
Resource 1: Evaluation Framework to assist in the organisation of your report.
You may wish to use the following template to help you organise your report.
Title –
Source of statistically based report
Summary of the report – a one paragraph summary of the report, including the purpose of the report and
identification of the population of interest.
Purpose of the report
A description of measures and variables
representations.
Evaluation
A description of sampling method(s).
Evaluation
A description of survey method(s).
Evaluation
A description of the sampling and possible nonsampling errors.
Evaluation
A description of the sample size
Evaluation
An evaluation of the findings of the survey.
An overall evaluation of the effectiveness of the statistically based report.
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Resource 2:
Focus questions that can be used to guide your evaluation of the report:
What data is displayed in the report?
What type of data is it (categorical or numerical)?
How was the data displayed?
Are there displays or measures included that are appropriate for the type of data?
What summary statistics were used?
How accurate is the data?
Where does the data quoted / used in the report come from?
What survey questions were asked?
Were the survey questions appropriate?
Could the survey questions be misinterpreted or not give the data needed?
What were the variables of interest?
How were the variables of interest measured?
Do the comments (descriptions) made in the report reflect accurately the data given?
Are any comments misleading or biased?
Could alternative analyses be made?
Could the data have been interpreted in another way?
What important data / information is not present?
What questions is the report answering (what is the investigative question(s))?
Who is the report intended to be about (who is the intended population)?
Who is the report aimed at (who might be interested in the outcomes)?
What is the purpose of the report?
What further information is needed?
Are there any underlying or lurking variables that may have an impact on the outcome?
Are the claims made in the statistically based reports valid and/or sensible?
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Internal assessment resource Mathematics and Statistics 2.11A v2 for Achievement Standard 91266
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Assessment schedule: Mathematics and Statistics 91266 Attitudes Toward the Māori Language
Teachers will need to adapt this assessment schedule to include examples of the types of responses that can be expected for the report
used.
Evidence/Judgements for Achievement
Evidence/Judgements for Achievement with
Merit
Evidence/Judgements for Achievement with
Excellence
 The student identifies and comments on
the features and findings of a survey
relevant to its purpose.
 The student supports comments on the
features and findings with reference to
statistical evidence and the processes
used.
The student identifies the purpose of the
report.
 The student integrates statistical and
contextual information to assess the
quality of the report in terms of its
purpose.
For example: The student identifies the
purpose of the report.
 The student supports comments on
features with reference to statistical
evidence and the processes used.
 The type of survey method is identified
and the response rate is commented on,
with specific reference to the data stated
in the report. Limitations of the statement
about the response rate are identified and
the impact of these on the findings
discussed. There is discussion on the
effectiveness of an aspect of the survey
method and how it could be improved.
 The student identifies the purpose of the
report.
 The student identifies and comments on
relevant features of the survey.
For example: The type of survey method
is identified and the response rate is
commented on.
 The lack of reference to sampling methods
is identified and an appropriate method is
commented on.
 The way the results of the survey are
presented is identified and there is
comment on how effective these are in
terms of providing information.
 The student identifies and comments on
the findings of the survey.
For example: The stated conclusion of the
report is identified and there is a relevant
comment on how accurate it is.
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For example: The type of survey method
is identified and the response rate is
commented on with specific reference to
the data provided in the report. There is
comment on the effectiveness of an
aspect of the survey method with respect
to the purpose of the survey.
 The lack of reference to sampling methods
is identified and an appropriate method is
discussed, with reference to a practical
aspect of obtaining relevant data that is
required to meet the purpose of the
survey.
 The way the results of the survey are
presented is identified and there is
comment on how effective these are in
terms of providing information. There is
specific reference to examples in the
report which link summary comments with
 The lack of reference to sampling methods
is identified and an appropriate method is
discussed, with reference to practical
aspects of obtaining relevant data that are
required to meet the purpose of the
survey. Potential sources of bias are
identified and suggestions are made on
how these could be avoided.
 The way the results of the survey are
presented is identified and there is
comment on how effective these are in
terms of providing information. There is
specific reference to examples in the
report, which link summary comments with
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data presentations, an inconsistency
between one of these may have been
identified.
 The student supports comments on
findings with reference to statistical
evidence and the processes used.
For example: The stated conclusion of the
report is identified and there are relevant
comments on how accurate it is.
Comments are supported with specific
reference to either the tables or summary
comments.
data presentations, and inconsistencies
between these have been identified, with
improved approaches suggested.
Questions that are potentially ‘leading’ are
identified and improvements suggested.
Improved presentation techniques are
considered.
 The stated conclusion of the report is
identified and there is a relevant comment
on how accurate it is. There is reference to
examples that support the conclusion and
also to examples that do not clearly
support the conclusion. Discussion about
question structures and data presentations
are linked to the conclusion, with
limitations and possible improvements
considered.
Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in
the Achievement Standard.
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